HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name:
J. Cvammen
Subject: Science
Start Date(s): February 23, 2015
Grade Level (s): 5
Building: Heights Terrace
Unit Plan
Unit A: The Life Processes
Chapter 1: Cells
Essential Questions: Do you think plant cells and animal cells are different? In what ways?
Standards:
CC.1.1.5.E
Read with accuracy and fluency to support comprehension.
CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text.
CC.1.2.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on specific information in the
text.
Summative Assessment Objective
Assessment Method (check one)
Students will identify destructive forces that wear down the Earth’s surface
__ Rubric ___ Checklist __X__ Unit Test ____ Group
and constructive forces that build up the earth’s surfaces.
__x__ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will identify cells as the
basic structural and functional
units of all living things.
DOK
LEVEL
1
1
Activities / Teaching Strategies
Lesson 1: What Are the Parts of a cell?
Read and discuss pages A6 to A11
Define vocabulary words on pg. A6 and summarize cell
parts, and cell theory.
Grouping
DAILY PLAN
Materials / Resources
Houghton Mifflin Science book
Houghton Mifflin workbook
Assessment of Objective (s)
FormativeSummative- Weekly skills
assessments, unit assessment
Student Self - Assessment-
2
Students will compare and
contrast the basic structures of
cells.
1
Venn diagram Animal Cell/Both/Plant Cell
Project diagram of animal and plant cell.
Draw and label animal cell.
Houghton Mifflin Science book
Transparencies Animal Cell and
Plant cell.
FormativeSummative-cell diagram
Students will identify, diagram,
and label parts of a cell.
1
Draw and label plant cell.
Watch Bill Nye the Science Guy/ Cells.
Construction Paper, pencils, colored
pencils.
TeacherTube.com
Finish diagrams of cells.
Houghton Mifflin Science book
Transparencies Animal Cell and
Plant cell.
Construction Paper, pencils, colored
pencils.
Formative-
www.biologycorner.com website
Color the Microscope Parts
worksheet.
Colored pencils
Electric microscopes
Slides
Formative-
3
Students will identify parts of a
microscope.
1
4
Learn the correct way of handling and using a
microscope.
Identify, label and model the parts of a microscope.
Various slides containing bacteria, fungus, and other
tissues will be observed by the students under the
microscope.
Answer questions on the worksheet pertaining to the
microscope.
(Class 5H with 5S and Mrs. Hess)
Day 2
Finish worksheets and view slides using the
microscopes.
Students will identify parts of a
microscope.
5
Students will describe the process
by which single-celled organisms
sustain life.
6
1
Lesson 2: How Do Single-celled Organisms Live?
Read and discuss pages A14 through A17.
Complete vocabulary on page A14.
Copy additional notes of importance within this lesson.
Project transparencies provided with this lesson.
Student Self - Assessmentvocabulary and notes
SummativeStudent Self - Assessment-
Summative- worksheet
Demonstrating the proper
handling and the correct use of the
microscope
Student Self - Assessmentworksheet / questions
Biologycorner.com website
Color the Microscope Parts
worksheet.
Colored pencils
Electric microscopes
Slides
Formative-
Houghton Mifflin Science book
Formative-
Summative- worksheet/quiz
Student Self - Assessment-
Summative-
Student Self - AssessmentVocabulary and notes